AP LANG TRI TWO!!!!

SIT WHEREVER YOU WISH

TODAY'S AGENDA:

• QUICK INTRODUCTIONS
• GETTING TO KNOW YOUR CONSUMER PROFILE

Who am I?

• Mr. Wallace (he/him)
• 6th Year at Hazen, 2nd year in a classroom with windows
• Raised in California, came to PNW for college in 2006
• I teach AP Lang, Film Studies and Creative Writing.
• This summer I went to Finland and Estonia, saw my favorite band (The Killers), and babysat my parents' dog.

QUICK INTRO

• Introduce yourself.
• Your favorite non-AP Lang related memory from last Tri?
• What is a hobby or special interest of yours?

ROUGH IDEA OF THE NEXT FEW WEEKS

WHAT KIND OF CONSUMER ARE YOU?

• Effective advertising entails sorting people into demographics and targeting audiences in the most effective manner possible.  At its most effective, you barely even notice the persuasion. Or you do notice, but you don’t care.
• We often encounter advertising through social media. Open your social media app of choice and scroll through your feed, writing down the first five advertisements you see. Keep in mind the class will be reading this.

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THE ICEBREAKER

• I will read a random person's five ads.
• After it is read, the class gets five guesses for the identity of the person. Whoever guesses correctly gets a point. If no one gets it, the writer gets the point.

Practice

Count off A through F

Read through your assigned source and answer the questions on Canvas. You only need to submit one document per group.

When you’ve finished discussing the source and answering the questions, prepare to share out your answers with other people. How does this source help us understand the effects of advertising? What position does this article best support?

DUE NEXT MONDAY AT MIDNIGHT

• Part One: Between now and next Mon, I want you to pick a 24-hour period and I want you to keep track of every single advertisement you see. Print ads, social media posts, celebrity sponcon, commercials before and after YouTube videos, movie trailers. Make a list of what you saw, what it was selling, and where you saw it.
• Part Two: Analyze your consumer profile from that 24-hour period. What does the sum total of these ads say about you? Does it accurately reflect you? Which ad was most successful in getting you interested in a product? Which ads were least successful?

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Synthesis Timed Write

• You will have 55 minutes to read the sources and write.
• Remember to use at least three sources in your essay.
• Make sure YOUR opinion is driving the essay. The sources are there to support YOUR ideas. Don’t just summarize the sources. Explain how they support your opinion.

Once you’re done

Highlight your thesis in yellow.

Highlight your topic sentences (your supporting claims) in pink.

Highlight your evidence in blue.

Highlight your commentary in green.

WATCH ADVERTISEMENTS

Today we’ll begin by looking at some advertisements.​

We’ll look at their methods of persuasion and analyze their messages.

Why advertisements?

• Visual rhetoric is as worthy of analysis as written rhetoric.​
• The synthesis prompt will often include something visual, like an advertisement.​
• It is important to think critically about the images you consume and the products marketed to you.

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The plan

• We’re going to watch a selection of ads. Twice.​
• The first time, I just want your general feedback. What do you notice? What stands out? Roasting is welcome and encouraged.​
• The second time, I’ll give you some guiding questions (taken from Media Education Foundation) to consider as you watch it.

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• STEP 1: MAKE OBSERVATIONS
• Five adjectives that describe the ad.
• Are there people depicted in the ad? What gender is represented? Are both genders represented equally? What do the people look like (young, old, stylish, etc.)? What are their facial expressions? How are they dressed? 
• What colors are used? Are they bright or in sharp contrast to one another? Is the whole ad in black and white, etc.? Do the colors change?
• Does the ad have text or copy? If so, how does it look? What kind of font is used?
• Does the ad contain any other graphics like animation? If so, describe them.

STEP 2: DETERMINE THE PURPOSE OF THE AD

• What product is being sold? 
• Do you find the product appealing? Why or why not? 
• Who is the target audience for this product? Children? Teens? Adults? The elderly? 
• What feelings or emotions is the ad trying to associate with the product? Did it work? Why or why not?
• What other methods of persuasion does the ad use?
• Would you actually use the product being advertised? Why or why not?

STEP 3: DETERMINE THE ASSUMPTIONS THE AD MAKES & THE MESSAGES IT SENDS

• What assumptions does the ad make about gender? About race? About class? Are these assumptions realistic? Why or why not? Do these assumptions reinforce or challenge stereotypes about class?

STEP 4: CONSIDER THE POSSIBLE CONSEQUENCES OF THESE MESSAGES

• What are some possible consequences of the message(s) you’ve identified? (long-term and short-term)
• Do the messages create unrealistic expectations for people? Why or why not?
•  How do the messages in this ad counter or undermine social change?

Ad Analysis Poster - Due Wed, 12/14 at the start of class

Either individually or in a small group (no more than 4), do a rhetorical analysis of a commercial. Break it down into pieces (watch it shot by shot a few times) and create a visually appealing poster  in which you analyze every. single. little. thing. The bigger your group, the more expansive your analysis should be.

• What do the aesthetics communicate? How is the product shown? How does the filmmaking convey meaning? Think camera movement, lighting, editing, music, etc.
• What rhetorical choices does the ad make? In your analysis, you must apply five of the terms on the following page:�https://blog.prepscholar.com/ap-language-and-composition-terms
• Consider the underlying assumptions the ad makes about gender, race, and class. Does it reinforce stereotypes or challenge them?
• What message is it sending? What are the potential consequences of that message?

You have two full class periods to work on your poster.

A few more commercials, then it’s work time.

In small groups, track one element and share out your observations with the class.

1. Aesthetics (lighting, editing, music, color, setting, etc.). How do the aesthetics set the direction of the ad?
2. Who is the target audience? What rhetorical appeals do they use to reach that audience?
3. Consider the underlying assumptions the ad makes about gender, race, and class. Does it reinforce stereotypes or challenge them?
4. What message is it sending? What are the potential consequences of that message?

Keep Working on Your Ad Analysis

Either individually or in a small group (no more than 4), do a rhetorical analysis of a commercial. Break it down into pieces (watch it shot by shot a few times) and create a poster  in which you analyze every. single. little. thing. The bigger your group, the more expansive your analysis should be.

• What do the aesthetics communicate? How is the product shown? How does the filmmaking convey meaning? Think camera movement, lighting, editing, music, etc.
• What rhetorical choices does the ad make? In your analysis, you must apply five of the terms from the prepscholar link on Canvas.
• Consider the underlying assumptions the ad makes about gender, race, and class. Does it reinforce stereotypes or challenge them?
• What message is it sending? What are the potential consequences of that message?

Keep Working on Your Ad Analysis

Either individually or in a small group (no more than 4), do a rhetorical analysis of a commercial. Break it down into pieces (watch it shot by shot a few times) and create a poster  in which you analyze every. single. little. thing. The bigger your group, the more expansive your analysis should be.

• What do the aesthetics communicate? How is the product shown? How does the filmmaking convey meaning? Think camera movement, lighting, editing, music, etc.
• What rhetorical choices does the ad make? In your analysis, you must apply five of the terms from the prepscholar link on Canvas.
• Consider the underlying assumptions the ad makes about gender, race, and class. Does it reinforce stereotypes or challenge them?
• What message is it sending? What are the potential consequences of that message?

TODAY’S PLAN

• Multiple Choice Practice Test (just to see where you are).
• 45 questions in a hour.
• You can answer directly in the test booklet.
• Put your electronics in your backpack and bring it to the front of the room.

Share Analysis

• If your ad wasn’t part of the playlist I shared, email me a link right now.
• The first group to go will choose the second, the second the third, etc.
• First play your ad, then you have four minutes to present your poster.

Thursday, 12/16

1. Any more presentations?
2. Go over multiple choice answers in small groups. Where do you agree/disagree?
3. Grade multiple choice tests and find out actual answers
4. Go over Make Your Own Commercial Assignment
5. Bring your books tomorrow!

CREATE YOUR OWN COMMERCIAL-work day

Agenda:

• Watch an ad for inspiration
• Start working on your ad pitch (due tomorrow, but try to finish it today!)
• Individual Timed Write conferences.

THE STEPS ALONG THE WAY

• a) Write a detailed pitch for what your product is, who your target audience is, and how you intend to appeal to that audience. (Due 1/4)
• b) Prepare a script that breaks down the story of your advertisement, and how the different appeals come into play. Make sure your commercial has a clear call to action: tell the audience exactly what they need to do to get your product. (Due 1/5)
• c) Make the commercial itself and upload to YouTube.
• d) In addition, once finished with the commercial, your group must have a short explanation (at least 3/4 of a page) in which you detail the terms you applied and your general strategies. (Due with commercial)
• Final Product (commercial & explanation) due Sun, 1/8, at midnight. We’ll present to the class on Monday.

Don’t undermine your product

Your commercial should not be satirical. Your product must be appealing.

4th Period Timed Write Conferences

5th Period Timed Write Conferences

LAST CLASS DAY TO WORK ON COMMERCIAL!

• Let me know if you need a pass to film somewhere in the school.

1/9 AD PITCH DAY

 PLEASE SUBMIT THE EXPLANATION SHEET TO CANVAS IF YOU HAVEN’T ALREADY.

Here’s the conceit: As a company, we have a limited budget to produce these ads.

1. Each of you controls $10. At the end of the period, you may allocate your $10 between any three ads you choose (except your own). You can give all your money to one ad, if you so wish. The three ads which receive the most “funding” from the class will receive a prize.
2. Take 5 minutes with your group and figure out what you want to say about your product when you present it to the class. Your ad should stand on its own, but you may want to give a little context.
3. I want to hear three compliments from the class after every ad.

Another Rhetorical Analysis Timed Write

You need your laptop.

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Once you’re done

Highlight your thesis in yellow.

Highlight your topic sentences (your supporting claims) in pink.

Highlight your evidence in blue.

Highlight your commentary in green.

EXIT THROUGH THE GIFT SHOP

• Reminder about your assignment for next Tuesday
• Who is Banksy? What defines him as an artist?
• Then, watch movie. No phones, no sleeping.

This Simpsons couch gag was conceived by Banksy. What does this clip say about his interests or concerns? What can you expect to see in this movie?

Think about as we watch

EXIT THROUGH THE GIFT SHOP: DAY 2

TODAY WE'LL FINISH THE MOVIE AND HAVE A DISCUSSION

Homework: Read your art text and turn in your spew by the time class starts on Tuesday!

SOME POTENTIAL QUESTIONS IF YOU GET STUCK

1. Why is the film called Exit Through the Gift Shop?
2. In general, what motivates someone to become a street artist? How would someone like Banksy or Shepard Fairey argue that their work is different from vandalism? Do you agree?
3. Fairey says that street art gains “real power from perceived power.” What does he mean by this? Does this apply to other forms of art? Like what?
4. How is Thierry's filming at the start of the movie a form of art? Why did I ask you to consider Thierry and Mr. Brainwash as separate artists?
5. What motivates Thierry to become Mr. Brainwash? How does he view his work compared to Banksy? How does the film view his work compared to Banksy?
6. How does the film view the varied role of the audience—the consumer—in art? Think of testimonials from fans, interviews with collectors, or reactions from passersby. What is the role of the audience in art?
7. Film, unlike many forms of art, is a collaborative medium. In auteur theory, the film director is viewed as the principal author of a film, despite the numerous other crafts which go into making a film. Much of the film consists of footage shot by Thierry but Banksy appears to take control of the latter half. What is the purpose of this structural sleight of hand? Who is the principal author of the film?

Sit with your groups (let me know if you don’t know who is in your group)

This week your group will analyze your assigned reading and develop the discussion questions you will use to lead our class discussion.

Step One: Small Group Discussion and Brainstorm

Now that you’ve had a chance to read the text your group is responsible for, I’d like to give you a chance to confer with your group. I would like one person from your group to take notes to keep track of your group’s ideas and questions about the text.

1. Share your spews
2. Discuss (and take notes on):
1. What main ideas consistently come up in your group’s spews? These can be ideas the author expresses or themes the author explores or questions the author raises. What patterns do you notice across your spews?
2. Pinpoint a few paragraphs which you think are key to the author's argument and are ripe for close reading. What makes these paragraphs particularly interesting or crucial to understanding the text?
3. What questions do you still have about this text? These can be points of confusion or questions about the author’s intent or anything else that occurs to your group.
4. How do you think your classmates will react to this text? Where might they connect with the text? Where might they struggle in discussing it?

Once you finish your small group discussion

Turn in your group notes.

Move on to the analysis paper and discussion questions. This is a GROUP assignment. You should not individually each write a paper.

Work day

Continue to work on position paper/discussion questions.

Today’s Check-In

Here’s how I’ll be checking in. I want you to model a discussion for me. Test out your discussion questions by showing me your group discussing your questions.

A word about the readings.

Readings are posted on Canvas. ALL STUDENTS are expected to do the reading prior to the discussion, not just those presenting. Remember that your classmates are being graded on their leadership of the class discussion. Make sure you read carefully and come to class prepared. If I feel that the class has not done the reading, there will be quizzes.

Senior Panel/Outside Reading Day

Registration is next week! Ask about next year’s ELA options. Here are some topics to get you started.

1. Describe what the class is like.
2. Favorite thing about the class (teaching style, types of assignments you do, atmosphere, books you read, etc)
3. What kind of student should take this class?
4. Example of a typical assignment.
5. Example of typical workload in a week.

Discuss “It is and It Isn’t”

HW: Read “Notes on Camp” for tomorrow

Discuss “Notes on Camp”

HW: Read “In Our Glory” for Monday

Timed Write Review

Get ready to talk about child labor!!!!! Go to today’s Canvas page “1/27: Florence Kelley Review”

FLORENCE KELLEY​

• SPACECat
• What strategies do you notice?
• How can you get the sophistication point?

Sample Essays (named after famous orphans)

• In small groups read the three student samples on Canvas. Grade them according to the rubric and be prepared to explain your answers.​
• For example, you might say "For Student A, we gave them a 1 for thesis because they _________________. We gave them a 2 for evidence and commentary because while they did __________________ well they did not do ____________________________. And we gave them a 0 for sophistication because _________________________."​

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Discuss bell hooks’ “In Our Glory”

HW: Read “On Seeing England for the First Time” for Monday

On Seeing England for the First Time

HW: Read “Shakespeare’s Sister” for Thursday

Rhetorical Analysis Timed Write!!! (2nd to last of the tri)

Head to today’s Canvas page.

HW: Read “Shakespeare’s Sister” for tomorrow and submit your spew before class begins (4th period only).

Read the prompt carefully

What is it asking you to do? What do you need to mention in your thesis?

The sophistication point

1. Explaining the significance or relevance of the writer’s rhetorical choices (given the rhetorical situation). What is the rhetorical situation? How does understanding the context of the essay explain the author’s choices?

2. Explaining a purpose or function of the passage’s complexities or tensions. What is complex about the passage? What tensions do you notice?

3. Employing a style that is consistently vivid and persuasive. Do you sound like an author or like a student? Are you making your own rhetorical choices?

VIRGINIA WOOLF’S “SHAKESPEARE’S SISTER”

Go over options for the Art Unit final

Go to the Canvas assignment “2/10: Art Essay/Project”

Option 1: Essay

Your most open-ended prompt of the year

Prompt: Make an argument about art.

Requirements:

At least three pages.

Must gesture toward at least one course reading.

Your argument cannot be "what is art?" We've done that. Make an argument about art the way that bell hooks makes an argument about art or Virginia Woolf makes an argument about art. Find something specific to talk about.

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Benchmarks

1 page brainstorm (due Mon at midnight)

2 pages of essay (due Tue, 2/7 at midnight)

Rough Draft of at least three pages (due Wed, 2/8 at midnight)

Final Draft (due Fri, 2/10 at midnight)

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So open-ended! Can I see some examples?

Yes! There are four student examples on Canvas. Choose whichever one looks most interesting to you. Read through and notice two things: what argument do they make and what kind of evidence they use.

Option 2: MAYA LIN PROJECT

Reflections (1988) by Lee Teter

Now

Please complete the student-led discussion reflection on today’s Canvas page (this counts for five of your 30 discussion points)

When you finish that, get started brainstorming/outside reading.

Writing Day

Two pages (or finished Maya Lin research) by tonight. Remember, you’re making an argument, so you need to make a claim and provide evidence.

Types of Claims

Claim of Fact: What do you want your reader to know?

Claim of Value: What do you want your reader to understand or appreciate?

Claim of Policy: What do you want your reader to do?

From Student Sample D

With a yell that could peel paint off walls, Rooster erupts into a symphony of emotion so raw and powerful yet so controlled as roaring guitars and booming drums sound a wail laced with triumph, anger, and desperation, “You know he ain’t gonna die / No, no, no, you know he ain’t gonna die.” Saying it the second time around, the soldier is less angry and more depressed, tired of treading on the thin line between survival and death, tired of watching his friends die, tired of fighting. An instrumental interlude begins, giving us listeners ample time to imagine the soldiers fighting for their lives against an enemy they can’t even see, grisly deaths of their comrades, and horrible injuries such as whole legs being blown off. Then, the solo ends and we enter into the chorus with the realization that the Rooster has to live with the fact that he survived. The mental scars of warfare—PTSD—shed a whole different light on the line “he ain’t gonna die.” The rest of song repeats earlier themes of war, death, and survival, but gives the soldier a spark of hope that keeps him going; a picture of his baby boy, who we know to be Jerry Cantrell: “Walkin’ tall machine gun man / They spit on me in my homeland / Gloria sent me pictures of my boy / Got my pills ‘gainst mosquito death / My Buddy’s breathin’ his dyin’ breath / Oh God please won’t you help me make it through.” After yet another chorus of raw emotion and power, “Rooster” settles back into the beautiful falsetto harmony we heard in the beginning and slowly trails off. While this signals the end of the song, it also establishes a cycle akin to PTSD. These recollections will flash in and out of consciousness and they will never truly end.

Peer Editing

• You can only peer edit with someone else who has a rough draft.
• Use the questions on Canvas to guide your peer editing.

Peer Editing Questions (these are also on yesterday’s Canvas page)

1. Do they have a clear argument? Find what you think is their thesis and confirm with them.
2. Is their topic broad or specific? Are they falling into the “what is art” trap? How can their argument be more focused?
3. Likewise, is their evidence focused and specific? Do their examples make sense and connect to each other? When discussing an individual work, do they get into the details of what makes it effective?
4. Is there anything that distracts from the argument and could be omitted? Is there anything that needs more explanation?
5. Are there any grammar or spelling errors you notice?

Work Day

• Work on Outside Reading (due 2/27 at midnight)

Kincaid Timed Write Review

• Read over the prompt again. What sort of strategies does she use?
• Read over the student samples. Which essay is better? Why?
• Pass back your essays.

The part where I rant

• AP Lang graders are sticklers for claims that address the prompt. The prompt does not ask “what was her attitude toward England as a child” but what is her attitude toward England in this excerpt. If you said she felt positively toward England, without any thorough discussion of how she was indoctrinated to think that way, that hurt your grade.
• Paragraphs are your friend! Use them. A new paragraph starts on a new line and is indented. Order your evidence in a logical fashion.
• This essay is about colonialism and imperialism. If neither of those words showed up anywhere in your essay, it was hard for you to say anything of consequence. Her analogy to a declaration of war is key to her argument.

HOMEWORK

• Read “It Is or It Isn’t” on Canvas for our discussion tomorrow. There are discussion questions to guide your reading and thinking.

DUCHAMP’S FOUNTAIN

GET OUT YOUR “WHAT IS ART?” WRITE FROM YESTERDAY

HOMEWORK: READ JAMAICA KINCAID’S “ON SEEING ENGLAND FOR THE FIRST TIME” (I PROMISE I WILL HAVE A FULL READING/ASSIGNMENT SCHEDULE FOR YOU ON TUESDAY)

DISCUSSION QUESTION

• “The urinal became, as [philosopher Arthur] Danto puts it, ‘about something’. It was no longer primarily a useful object – it was primarily a meaningful object.” (Young). Think about the word choice the author has chosen to contrast here: “useful” and “meaningful.” What does “meaningful” mean in this context?
• Can art not be useful? What does it say about art then? What use is art to society if, in order for something to be deemed art, it must no longer be deemed useful? ​

JAMAICA KINCAID’S “ON SEEING ENGLAND FOR THE FIRST TIME.”

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10-MINUTE PRE-WRITE OPTIONS:

• Tell me about a piece of art you enjoy that originates in a culture different from your own. Think books, movies, music, paintings. Why do you like that art? How do you see that art as representative of that culture? 
• How has colonialism affected world politics, either historically or contemporarily?
• How is our identity (or sense of identity) shaped by dominant cultural forces?
• Which is more powerful, the idea of a place or the reality of a place?

ANALYSIS TIMED WRITE

WHAT IS RHETORICAL ANALYSIS?

PROMPT

• The passage is the beginning of “On Seeing England for the First Time” by Jamaica Kincaid. Kincaid grew up on the Caribbean island of Antigua before it became independent from England in 1981. Read the first four paragraphs carefully (up until “what a blessing it was that I was unable to draw a map of England correctly” on page 367). Then write an essay analyzing the strategies Kincaid employs to convey her attitude toward England.

MET GALA CAMP THEME

• Your reading for tomorrow is Susan Sontag’s “Notes on Camp.” Before you read the essay, I want to contextualize it by looking at some attempts to interpret camp from the 2019 Met Gala. Based only on the pictures provided, write down what you understand camp to be after looking at the pictures. When finished, begin reading “Notes on Camp” for tomorrow.

NOTES ON CAMP

WHAT IS CAMP?

10-MINUTE PREWRITE PROMPTS

• Which is more powerful, sincerity or mockery?
• Should art be political?
• Is being “extra” art?
• How would you describe your generation’s aesthetic?
• Who determines what is good/bad art?

VIRGINIA WOOLF’S “SHAKESPEARE’S SISTER”

10-MINUTE WRITE

• From where does genius arise?
• What forces keep you from being what you want to become? What forces elevate?
• If given a year in a “room of your own” what would you create? Would having your own space and enough money to live allow you to create what you want to create?
• How do our biases affect our ability to assess things accurately?
• Does one have a responsibility to take advantage of any privileges offered by modern society?
• Is creating art privilege?

THOUGHT EXPERIMENT

• Think of the oldest work you have read by a female author (novel, play, poem, etc). Either for pleasure or for school.
• Some examples: JK Rowling, Julia Alvarez, Harper Lee.
• Look up the year that the work was published. Who has read the oldest work by a female author in the class?

MULTIPLE CHOICE PRACTICE DAY

WE’LL DO SOME OF THE NEW WRITING QUESTIONS ONLINE (AP CLASSROOM) AND THEN SOME READING QUESTIONS ON PAPER.

HOMEWORK: READ “BORDER THEORIES”

“BORDER THEORIES”

QUIZ

1. What is the subject of the art exhibition?
2. What was Cruz Marcelino Velazquez Acevedo forced to drink?
3. What personal family trauma is the author reminded of at the exhibit?
4. What children’s TV character does the author take particular notice of at the exhibit?
5. Who is E—?

PRE-WRITE

• Why do we have museums? What is their function in society?
• What do museums lack? How do museums function in negative ways?
• What does the ideal museum look like? What factors need to be taken into consideration to create that ideal museum?

MAKE YOUR OWN MUSEUM

• Our author, Marcos Santiago Gonsalez, has a striking emotional reaction to this art exhibition. In a small group, design your own ideal museum. What would you put in it? What would have the most impact on you? What would you need to take into consideration in creating it?

MAYA LIN PROJECT

AND BRIEF TIMED WRITE REVIEW

TIMED WRITE

• After we read the timed write, discuss what score you would give it according to the rubric. Be prepared to share out with specific textual evidence of why it deserves that score.

Reflections (1988) by Lee Teter

MAYA LIN PROJECT 

MAKE SURE YOU'VE DONE PART ONE BEFORE MOVING ON TO PART TWO. YOU NEED A GOOD UNDERSTANDING OF HOW SHE USES SPACE AND MATERIALS BEFORE YOU DECIDE ON YOUR CONCEPT AND DESIGN.

MAYA LIN PROJECT!! 

PRESENT DESIGN AND SPEECHES. IF WE HAVE TIME AT THE END, YOU CAN BEGIN WORKING ON THE ESSAY AND/OR READING BELL HOOKS FOR TOMORROW’S DISCUSSION.

OUR FINAL READING OF THE TRI

• My goal is for everyone to talk at least once.
• Come up with one 10-minute pre-write prompt (either tied to specific parts of the text or more generally, philosophically related). I will choose five people at random to start us off, though you can throw out your question later in the period, as needed.

BELL HOOKS

(PRETEND HER NAME IS LOWERCASE)

FINAL DISCUSSION OF ART UNIT

DEVELOP YOUR OWN PREWRITE QUESTION.

Look over the reading. What issues or questions come to mind while reading it? We’ll choose five to start with and whatever isn’t used can be peppered in throughout the period as needed.

Should be

• Open-ended (not one correct answer)
• Helpful (in understanding the larger ideas or messages of the text)

Some sample questions from days past:

• What forces keep you from being what you want to become? What forces elevate?
• How is our identity (or sense of identity) shaped by dominant cultural forces?
• Which is more powerful, the idea of a place or the reality of a place?

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ART ESSAY WORK TIME/OUTSIDE READING TIME

ART ESSAY: SUN, 2/23 @ MIDNIGHT

OUTSIDE READING: MON, 3/2 BY START OF CLASS

NEW DUE DATES

• Art Essay: Sun, 2/23 @ midnight
• Outside Reading: Mon, 3/2 by start of class

MON, 2/24

AGENDA:

INTRODUCE FINAL UNIT

REMEMBER TO BRING YOUR REGISTRATION FORMS ON WED, 2/26

THE REST OF THE TRIMESTER

• Outside Reading due Mon, 3/2, in class. Don't submit to Canvas, print out a hard copy.
• Multiple Choice questions on AP Classroom. Due next Monday.
• Research Paper

1) Pick a topic

2) Pick a guiding question

3) Do research (keep track of notes while you research)

4) Write a paper in which you make a clear argument about your topic (due Wed, March 11th)

BRAINSTORM YOUR TOPIC

1. Begin with a web (or any other method you prefer).
2. List any topics or ideas that come into your head! Don’t evaluate, just write it down!
3. Once you have a few ideas going, investigate them:
• What elements of that topic are exciting and compelling to you?
• What questions do you have about that topic?
• Why are you interested in the topic?

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• ** Keep writing the whole time**

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EXAMPLE

True Crime

Ted Bundy

Excuse to watch the Bundy movie with Zefron

Munchausen by Proxy

Psychology behind it?

Family Crimes – is it inherited abuse?

Sharp Objects by Gillian Flynn – could write fiction from that perspective!

Anastasia Romanov

Probably the rest of the Russian Revolution too

For real, though, what was she like? Could she still be alive?

Maybe a series on royalty supposedly killed as children?

Hurricane Katrina

Why was gov response so crappy?

Role of race? Poverty?

Personal connections?

FOCUSING YOUR TOPIC

Many of you have an idea what you’d like to research.

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Now I’d like you to focus that topic with a Know – Wonder Chart.

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You can refer to and change this in your logbook as we continue research into next week.

KNOW WONDER (3-5 GUIDING QUESTIONS FOR RESEARCH)

• Batman is a super hero who dresses like a bat
• Main power is being buff and wealthy
• Often portrayed as really gritty in films
• But Batman: The Animated Series was really funny and silly
• Vigilante, works outside the law, but cops as allies
• Anti-hero type figure

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1. Why do people who like Batman best like him?
2. What is the history of Batman’s portrayal and the tone of the franchise?
3. Why are vigilante and hero characters so popular? How do they guide who we are as human people?
4. How does the shift of Batman to a figure of grittiness and amorality fit with cultural shifts of the last 20 years?

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REVISED UNIT SCHEDULE

ART ESSAYS WILL BE IN GRADEBOOK BY END OF DAY

• READ THE FEEDBACK. I make comments in the body of your essay. Click “View Feedback” to read them. They’re easier to read on your computer than you phone.
• I mostly focused on things you can apply to future assignments, like selection and development of evidence.

JUXTAPOSITION IN WOOLF’S CHAPTER

• Juxtaposition- a literary device whereby an author places two concepts, characters, ideas, or places near or next to each other so that the reader will compare and contrast them.
• As a syntactical construction it helps draw clear contrasts between individual words.
• Neil Armstrong: “That’s one small step for man, one giant leap for mankind.”
• In Martin Luther King Jr.’s “Letter from Birmingham Jail”: “The nations of Asia and Africa are moving with jetlike speed toward the goal of political independence, and we still creep at horse-and-buggy pace toward the gaining of a cup of coffee at a lunch counter.”
• Diagram an example of juxtaposition from Woolf (page 2266).

RHETORICAL ANALYSIS PRACTICE FOR TOMORROW

• In pairs, write a rhetorical analysis prompt for this essay. All rhetorical analysis prompts need three elements: 
• Context (what do you need to know about this person that isn't clear in the text) 
• Look-fors (what is the writer meant to find in the text? Help to guide their reading) 
• Message/Purpose (give some sense of the larger rhetorical function of the text)
• Example: "The passage below is the opening to a speech made in 1960 by American journalist and politician Clare Boothe Luce to journalists at the Women's National Press Club. In this speech, Luce went on to criticize the tendency of the American press to sacrifice journalistic integrity on favor of the perceived public demand for sensationalist stories. Read the passage carefully. Then in a well-developed essay, analyze how Luce uses this introduction to prepare the audience for her message. Support your analysis of her rhetoric with specific textual references."

LET’S ASSUME THE PROMPT ASKS YOU TO TALK ABOUT HOW HER USE OF RHETORICAL STRATEGIES COMMUNICATES HER ATTITUDE TOWARDS ENGLAND?

How would we characterize her attitude towards England?

• What adjectives could we use to describe her attitude toward England?

How can we use her rhetorical strategies to support that characterization?

• Kincaid repeats the phrase “Made in England” throughout the essay. What are the ways in which England appears to have affected the cultural values of Antigua—or at the very least, Jamaica Kincaid? What examples of culture does she use?

CREATE A TOPIC SENTENCE WHICH COMBINES YOUR CHARACTERIZATION OF KINCAID’S ATTITUDE WITH AN EXAMPLE OF A RHETORICAL STRATEGY

My example:

• Topic Sentence: Jamaica Kincaid expresses her ___skeptical_____ attitude toward England through ______repetition of the phrase “Made in England”_____.  
• Evidence and Analysis. How does this example indicate a ____________ attitude? Think about word choice, juxtaposition, sarcasm. How does the example develop or change?

CREATE A TOPIC SENTENCE WHICH COMBINES YOUR CHARACTERIZATION OF KINCAID’S ATTITUDE WITH AN EXAMPLE OF A RHETORICAL STRATEGY

Your example:

• Topic Sentence: Jamaica Kincaid expresses her ________ attitude toward England through __________.  
• Evidence and Analysis. How does this example indicate a ____________ attitude? Think about word choice, juxtaposition, sarcasm. How does the example develop or change?

FOUND OBJECT RESEARCH

• Go to the assignment on today’s Canvas page. I want you do a little research into the “found object” art movement.

W.E.B. DU BOIS’ “THE SORROW SONGS”

PRE-WRITE

• Tell me about a piece of music that is important to you. It can a specific song or an entire genre. The reason can be sentimental, technical, it doesn’t matter. If you can’t think of a song you would deem “important,” think of a song that you find entertaining and enjoyable.

“THE VEIL” IN DU BOIS’ WORK (DEFINITION AND EXAMPLES FROM INTERNATIONAL ENCYCLOPEDIA OF THE SOCIAL SCIENCES)

• When a baby was born with a caul, or “veil,” it literally meant the child was born with a portion of membrane attached to the head. Being born with a veil was good luck and thought to presage second sight.
• In The Souls of Black Folk, Du Bois uses “the veil” as an extended metaphor for the state of being African-American. The veil is a semi-permeable barrier that African-Americans must learn to pass through. They must exist on both sides of the veil at the same time.
• The veil refers to both white people’s inability to see African-Americans as human—“How does it feel to be a problem?” (Du Bois 1)—but also the difficulty of African-Americans to see themselves outside of their prescribed roles—“Then it dawned upon me with a certain suddenness that I was different from the others; … shut out from their world by a vast veil. I had thereafter no desire to tear down that veil, to creep through” (2).
• Find the passage of text in this reading that is most relevant to Du Bois’ discussion of the veil. That is, where does he use the subject of “sorrow songs” to connect to his veil metaphor?

VIRGINIA WOOLF’S “SHAKESPEARE’S SISTER”

THOUGHT EXPERIMENT

• Think of the oldest work you have read by a female author (novel, play, poem, etc). Either for pleasure or for school.
• Some examples: JK Rowling, Julia Alvarez, Harper Lee.
• Look up the year that the work was published. Who has read the oldest work by a female author in the class?

JUXTAPOSITION IN WOOLF’S CHAPTER

• Juxtaposition- a literary device whereby an author places two concepts, characters, ideas, or places near or next to each other so that the reader will compare and contrast them.
• As a syntactical construction it helps draw clear contrasts between individual words.
• Neil Armstrong: “That’s one small step for man, one giant leap for mankind.”
• In Martin Luther King Jr.’s “Letter from Birmingham Jail”: “The nations of Asia and Africa are moving with jetlike speed toward the goal of political independence, and we still creep at horse-and-buggy pace toward the gaining of a cup of coffee at a lunch counter.”
• Diagram an example of juxtaposition from Woolf (page 2266).

MULTIPLE CHOICE AND TIMED WRITE REVIEW

WE’LL START WITH MULTIPLE CHOICE SO GET OUT YOUR SHEET

MULTIPLE CHOICE

• We’ll go through each question one by one. Ask questions if you have any.

SPECIFIC FEEDBACK BASED ON CLASS TRENDS

• AP Lang graders are sticklers for claims that address the prompt.
• Paragraphs are your friend! Use them. Order your evidence in a logical fashion.
• This essay is about colonialism and imperialism. If neither of those words showed up anywhere in your essay, it was hard for you to say anything of consequence. It is about the process of indoctrination whereby one culture subsumes the other. It is about cultural violence. Her analogy to a declaration of war is key to her argument.

BORDER THEORIES

YOU NEED:

PRE-WRITE PAPER

ARTIFACT PRE-WRITE

• If there were to be an art show about your personal belongings, what objects would be most significant? Pull an object out of your backpack. If someone were to look at it in an art showcase, what insight might they gain into your life, your interests, your circumstances?

SYNTHESIS TIMED WRITE

SIT ANYWHERE FOR THE NEXT TWO DAYS! THE MOCK TRIAL IN WORLD LIT-B HAS DISRUPTED OUR SEATING CHART.

SOCRATIC TOMORROW

Prepare Two Discussion Questions with paragraph length responses for tomorrow. Make sure they reference—or, at the very least, draw inspiration from—at least one of our course texts. It is also okay if the discussion evolves into other aspects of art not covered by our unit. Even if you don’t get a chance to talk, this is still valuable prewriting for the final essay. If you’re stuck, consider the following as potential jumping off points:

• What is the role of the consumer (however you define “consumer”) in art? 
• How do artists use their art to express or reflect questions of identity?
• How does taste in art shift over time? What causes cultural taste to shift? What causes personal taste to shift?
• What was the unifying question behind most of our course texts? Note: with a few exceptions, the question was not “What is Art?”
• Shephard Fairey says that street art gains “real power from perceived power.” How does this quote apply to other examples of art discussed in this unit?

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SYNTHESIS PROMPT

• What is the prompt asking you to do?
• Please write double-space. It make it easier for me to read and provide legible, useful feedback.

SIT IN A CIRCLE

HAVE YOUR QUESTIONS/RESPONSES OUT FOR STAMPING. YOU’LL TURN THEM IN AT THE END OF THE DISCUSSION.

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UNIT TEXTS

• Banksy’s Exit Through the Gift Shop
• Jamaica Kincaid’s “On Seeing England for the First Time.”
• Damon Young’s “It Is and It Isn’t.” (Dumchamp’s Fountain)
• Joan Didion’s “Georgia O’Keefe.”
• W.E.B. DuBois “The Sorrow Songs.”
• Virginia Woolf’s “Shakespeare’s Sister.”
• Marcos Santiago Gonsalez’s “Border Theories.”
• Ralph Ellison on Charlie Parker (the multiple choice prompt)
• Any text from the timed write.

ON THE BACK PAGE OF THE DEVELOPMENT SHEET I PASSED BACK YESTERDAY

Look at the goal you set for yourself for today

• Did you meet it? Why or why not?
• Set a new goal for yourself. How do you want to further challenge yourself beyond what you accomplished today? What tangible things will I see from you the next time we have a discussion?

MAYA LIN PROJECT

AND BRIEF TIMED WRITE REVIEW

Reflections (1988) by Lee Teter

ART PRESENTATIONS (ALSO: LAST DAY TO REGISTER FOR AP TEST)

WHAT YOU NEED TO PRESENT:

1. WHATEVER BACKGROUND INFORMATION WE NEED TO UNDERSTAND THE PIECE OF ART THAT IS NOT ALREADY INCLUDED IN YOUR SPEECH.
2. YOUR MODEL/SKETCH
3. YOUR SPEECH

ART PRESENTATIONS: DAY TWO

AGENDA:

FINISH ART

MULTIPLE CHOICE PRACTICE

MON, 2/24

AGENDA:

BRIEFLY, WITHOUT OVERWHELMING YOU, INTRODUCE FINAL UNIT

REMEMBER TO BRING YOUR REGISTRATION FORMS ON WED, 2/26

THE REST OF THE TRIMESTER

• Outside Reading due Mon, 3/2, in class. Don't submit to Canvas, print out a hard copy.
• Multiple Choice questions of AP Classroom.
• Research Paper

1) Pick a topic

2) Pick a guiding question

3) Do research (keep track of notes while you research)

4) Write a paper in which you make a clear argument about your topic (due Wed, March 11th)

SYNTHESIS REVIEW (GRAB A COMPUTER AND GO TO TODAY’S EVENT PAGE ON CANVAS)

• Open up “Monument Prompt.” Take a few minutes to refamiliarize yourself with the assigned source. Be prepared to say a few words about how the source could be used to respond to the prompt: Then, in a well organized essay that synthesizes at least three of the sources for support, examine the factors a group or agency should consider in memorializing an event or person and in creating a monument.
• General Notes:
• Paragraphs
• What does the word "synthesis" mean?
• How do you organize evidence? What strategies do you use?
• What connections do you see within these seven sources? What broader ideas do they suggest?

WELCOME BACK!

TURN YOUR ART ESSAY INTO THE TRAY. STAPLERS ARE NEXT TO THE TRAY. IF YOU NEED TO BE REMINDED OF TURNITIN.COM INFO:

CLASS ID: 18814747

ENROLLMENT KEY: 3333

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TODAY'S AGENDA

• Head to library to turn in registration forms. They have extra copies up there if you need them. If you need to print your essay, you might be able to sneak onto a computer.
• Once most of you are back, I will begin going over the research project and schedule.
• By the end of the period, I want you to play around a little in ProQuest and give me access to the Google doc you'll be using to write your essay. You’ll need to decide your topic by tomorrow.

TUESDAY, 2/26

AGENDA:

FINALIZE TOPIC—BROAD IS OKAY!

BEGIN CRAFTING YOUR RESEARCH QUESTION—THIS WILL NEED TO BE FAIRLY SPECIFIC. YOU’LL NEED TO SIFT THROUGH A FEW ARTICLES BEFORE YOU CAN NARROW DOWN YOUR TOPIC TO A DECENT QUESTION THAT YOU CAN ADEQUATELY COVER IN A 5-PAGE PAPER.

YOUR RESEARCH QUESTION SHOULD BE IN WRITING.

MONDAY, 3/4

• Annotated Sources—Most of you are almost there, but I need the sources written in MLA format (just click “Cite” if you used ProQuest and it’ll do it for you). They should also be alphabetized. Some of you need to expand your annotations a bit. I need complete sentences.
• If I haven’t checked in with you about research questions, that is my priority today. You should have a working thesis (containing your position & reasoning) by the end of the period.

THESIS FOR THURSDAY

• I’ll be putting in points for your thesis on Thursday. Make sure your sources are finished by then as well. We can push the outline back a day.

THURSDAY, 3/7

• Today is the day to get your thesis approved if you haven't already. Your outline (thesis, topic sentences, quotes) should be done by tomorrow.
• I can't approve your thesis until your annotated works cited is squared away, so make sure that's ready.

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FRIDAY, 3/7

• Show me your revised thesis if I gave you notes yesterday.
• Work on your outline. It should consist of your thesis, argumentative topic sentences, and your evidence (quotes)

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TUESDAY, 3/12

• Your first draft is due today (just on the google doc, for your eyes only). I just need to see that you have made an effort to put your argument into paragraphs.
• Your second draft (for peer editing) will be due on Thursday.
• If I haven’t talked to you about your thesis, find me today.

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WEDNESDAY, 3/13

• Have a workable draft (Intro, Body Paragraphs, Conclusion) ready for tomorrow at the beginning of class that you are willing to let others read and critique.
• I only gave credit to people that had relatively substantial attempts at first drafts. If you had a partial draft yesterday then you’re in good shape for tomorrow even if I didn’t count it in the gradebook.
• Peer editing participation will be graded.

FRIDAY, 3/15

• Pull up your draft on Google Docs for peer editing.
• Step One will be filling out the form I have provided for you. Hold on to this form so I can give the peer editor credit once you’ve applied their notes.
• Step Two will be a conversation between the two of you about anything not covered by the form.

TUESDAY, 3/19

• Work on the final draft of your research paper today and tomorrow.
• Due Friday at the start of class. Hard Copy w/ Bibliography.
• Stuff about Friday.

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WEDNESDAY, 3/20

• Last class day to work on research paper. I am available to give feedback before school on Thu/Fri.
• Final Draft due Friday at the start of class. Hard Copy w/ Bibliography. Also please submit to Turnitin.com, I forgot to mention that yesterday.
• Class ID: 18814747
• Enrollment Key: 3333
• I have another practice multiple choice selection if you want it. This is modern and should be easier. I still have copies of yesterday’s selection.

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FRIDAY, 3/22

TURN YOUR RESEARCH PAPER INTO THE TRAY.

PUT YOUR PHONE IN YOUR BACKPACK AND PUT IT AT THE FRONT OF CLASSROOM. YOU MAY NOT LISTEN TO MUSIC DURING THE EXAM.

FRIDAY, 3/22

• In Tray, turn in
• Research Paper (remember to submit to Turnitin.com)
• Bibliography
• Peer Edit Sheet (from last Fri)
• For Multiple Choice, you need a no. 2 pencil. I have extras if you need, but they are unsharpened.
• Once you are prepared, put your phone in your backpack and bring it to the front of the classroom. You may retrieve it once the exam time (1 hour) has finished. You may not listen to music during the exam. In the event you finish before the hour is up, have a book to read on hand.
• You may write in the test booklets, but I will be collecting them when you finish the test.

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